This study examines the online shopping behaviour of 142 international university students (IUSs) within the context of a modified version of the Technology Acceptance Model (TAM). Results indicate that perceived entertainment outweighs the impact of perceived usefulness (PU) and perceived self-efficacy (PSE) on attitude towards online shopping (ATT). Perceived risk (PR) was not related to ATT and ATT and behavioural intentions (BI) did not influence actual behaviour. Experience was strongly related to ATT, but demographics have little influence on TAM measures. Entertainment and usefulness were the primary motives for IUSs to shop online. The findings of this study could help universities and e-retailers develop guidelines to ensure a safe and attractive e-shopping experience for IUSs.

Tertiary students, not just working populations, might be experiencing feelings of burnout following the Christchurch earthquakes of 2010 and 2011. In the aftermath of a major disaster, the gap between the resources available to handle pressures (e.g., support) and the demands inherent in the pursuit of an academic degree (e.g., heavy workload) may lead to feelings of burnout among students. This study hypothesised that burnout dimensions (emotional exhaustion and disengagement) would be related to students’ perceptions of immediate institutional support, extended institutional support, peer support, family support, and work overload. Additionally, it was proposed that institutional and social support would moderate the relationship between work overload and burnout. Two hundred and seventy one third and fourth year students were sampled using an online questionnaire. These particular students were expected to be at greater risk of emotional exhaustion and academic disengagement because they were at the earliest stage of their tertiary education when the major earthquakes first hit. Family support and extended institutional support were found to be associated with decreased levels of emotional exhaustion and disengagement. Meanwhile, work overload was found to be related to increased levels of emotional exhaustion and disengagement. Furthermore, both peer support and immediate institutional support were found to have a moderating effect on the relationship between work overload and disengagement. This study has exposed unique findings which contribute to burnout research especially in a post-disaster context, and raises the importance of providing the right types of support for individuals who are particularly dealing with the consequences of a natural disaster.

No description available.

The purpose of the study was to examine the status of and perceived barriers to physical activity of Ball State University students. Using a cross-sectional survey design, participants (N = 858) completed a self-report, 27-item questionnaire. Data were analyzed using univariate and bivariate analyses.The results indicated that the participants of this study have exceeded the Healthy People 2010 physical activity objectives for leisure-time physical activity and vigorous physical activity as well as the Health Campus 2010 objective for moderate and vigorous physical activity combined. Commonly reported barriers to physical activity were other priorities, lack of time, too tired, the weather, and other barriers. Being male, living in university housing, being an athlete, and being enrolled in a health-related academic major were all positively associated with participants' vigorous physical activity. Being female, living in university housing, commuting to Muncie, and being a full-time student were all positively associated with participants' increased barriers to physical activity. / Department of Physiology and Health Science

The research was designed to determine the outdoor recreation: activities of 73311 State University students and the reasons influencing their selection. Differences in outdoor recreation activities and the reasons for their selection between male and female students, among freshmen, sophomore, junior, senior, and graduate students, and according to sex and year of attendance in college were investigated.The sample for the study consisted of 625 Ball State University students living in on-campus housing during the Winter Quarter 1976-77. These students were selected using a proportional random sampling design method. An. outdoor recreation activities questionnaire was mailed to each of the students selected and 69% were returned.The findings of the survey revealed that swimming was the favorite outdoor recreation activity for 85% of Ball State University students. The reason for selecting outdoor recreation activities having the most influence for 87% of Ball State University students was "for satisfaction and enjoyment."Data from the study revealed that outdoor recreation activities selected by Ball State University students are those that require a minimum amount of money, require few special skills, require little time, and require few special facilities for participation. / Department of Natural Resources

There is no abstract available for this dissertation.

The primary purpose of this study is to outline the institutional structure and to present an historical survey of international education and the Foreign Student Programs at Ball State University. An effort has also been made to relate the Ball State experience to international students on a national level. To make this information valuable in a readily usable form, an intensive study has been made of the history, development and expansion of the international student program at Ball State from 1945 through 1980.Major Points of the StudyChapter One reviews the history of international students in the United States from its beginning at Yale in 1784 through the year 1980. Also this chapter discusses the United States government's role in international education and exchange programs which began in the early 1900s and promoted foreign study to the point that the United States by the 1960s was educating more than a quarter of the world's international students.Chapter Two carefully examines the history of international students at Ball State University from its beginning in 1945 through 1980. Discussed are the program's year of origin, its development (1950-1965) and the expansion era (1965-1980). Especially emphasized are the roles of five International Student Program Directors and the contributions they made to both the program and the students.Chapter Three provides information about the population of overseas students at Ball State, the number of students enrolled, and the region and origin of countries from which they came. This chapter concludes with a section discussing the reasons why foreign students chose Ball State for study.Chapter Four studies the academic experiences of international students at Ball State detailing their academic status, number of undergraduate and graduate students, fields of study and number of degrees granted.Chapter Five reviews the status of foreign students after graduation. It provides information on the number of students who returned to their home countries, the number of students who continued their education and the students who remained permanently in the United States. Also this chapter discusses the value that American education and training had for Ball State international students. The chapter concludes with a section on Ball State contacts and relationship with its foreign alumni.

Existing policies and procedures have been uniformly applied to all undergraduate traditional and non-traditional students at Ball State University. The purpose of the study was to determine the judged effectiveness of existing policies and procedures when applied uniformly to undergraduate students over age twenty-three at Ball State University. The study was designed to reflect the judgments of three distinct sub-groups of nontraditional undergraduate students and personnel of four selected administrative offices at Ball State University.A questionnaire was developed and mailed to a random sample of undergraduate non-traditional students and to the personnel of four selected administrative offices: Admissions, Curricular Advising, Financial Aid, and Registration and Records. Student respondents accounted for a 46.3 percent return and administrative personnel had a 55.5 percent return. A Likert Scale with levels of agreement or disagreement as Strongly Agree (SA), Agree (A), Disagree (D), or Strongly Disagree (SD) was used. A Chi Square Analysis at the .05 level of confidence with one degree of freedom and a p level of 3.84 was used to test the six null hypotheses of the study.Findings based upon the study were:1. Undergraduate enrollment in institutions of higher education is projected to decline.2. Enrollments of undergraduate non-traditional students in institutions of higher education are projected to increase.3. Needs and characteristics of non-traditional students differ from the traditional undergraduate student.4. Seven questionnaire items showed significant differences between undergraduate non-traditional students and administrative personnel regarding Office of Admissions services.5. Three questionnaire items showed significant differences between undergraduate non-traditional students and administrative personnel regarding Office of Financial Aid services.6. Six questionnaire items showed significant differences between undergraduate non-traditional students and administrative personnel regarding Office of Curricular Advising services.7. Two questionnaire items showed significant differences between undergraduate non-traditional

There is a noticeable decline in physical activity participation during transitions, including moving between levels of education (Bray & Born, 2004; Gyursick, Bray & Brittain, 2004; Bray & Kwan, 2007). Despite its importance, little is known about the process of successful transitions and how it impacts physical activity behaviour for university students. A way to further understand the transition process is to explore the leisure constraints and the constraints negotiation process for these young adults. The purpose of this study was to examine physically active leisure for young adults, who were successful at continuing their participation in physical activity during their transition into university. Students were recruited from randomly selected 2nd and 3rd year general courses and invited to participate in a semi-structured, one on one interview with the researcher. Fourteen semi-structured interviews were conducted with second to fourth year university students at a mid-size western Canadian university. Their narratives explored students’ beliefs, constraints, and constraint negotiation strategies they used to stay physically active, in a variety of individual and team sport physical activities. The participants were categorized into four categories, based on their participation level, and an in-depth analysis of narratives was done for each participant category. These profiles are rated on a continuum that determined whether they were more or less active than before, and on the types of the activities they pursued. The comparison and the placement into the particular categories were determined by what type of activities they are doing at university. The students reported having both positive orientation and an identity that was associated with their active behaviour. Physical activity was noted as a higher priority in their lives. Their current student environment and student lifestyle was an enabler for physically active behaviours. Students described feeling constrained, in some aspects of their behaviour, but because physical activity was a higher priority, they were able to successfully negotiate those constraints. A key theme that emerged from these stories was enjoyment, but for two separate reasons; the social aspect and a challenge aspect. These aspects were found in the same activity or different activity, depending on the interests of the participant. However, it is important that the individual understand why they participate in physical activity and the outcome(s) they seek. This will help the student continue their physical activity behaviour during transitions, into post-secondary education and through other life course stages. / Graduate

Twenty first-year management students were observed as they undertook an Effective Written Communication course (EWC) in a microcomputer lab at McGill University. The study focused on the students' adaptation to the computer during a one-semester course and for a two-year period following the course. Results suggest that although students master the basics of word processors with relative ease, they bring entrenched paper and pen habits to the computer lab; habits that are not easily changed. This study further suggests that because student writers in a first-year composition class are often inexperienced writers and computer users, inferences based upon this group may not apply to other populations.